I Do Not Understand the Professor. Part 2

In all other cases, the world will not collapse if you do not catch something, do not seek to concentrate the professor's attention on you. Respect your team. Still, education is given to a group of people, and not to you personally. When working with a tutor – it is another matter, but now we are talking about student group and one professor. You can learn more at essaytwist.com.

In order to better see why one should not distract the professor from the material, let us imagine the following situation. The lecture. There are 25 people. The professor tells new material. 10 people out of 25 are playing the phone, 5 more are listening to music – the standard situation in the average student group. However, the remaining 10 people listen attentively to the professor, delving into every word he or she says.

When the teacher tells the material, pictures and images appear in the head of students listening to him or her. And here you are. "Repeat, please, in what year … was born?" Believe, the world will not collapse from the fact that you do not know the exact years of a person's life. In addition, everyone now has a phone with an Internet connection. You can see it there.

But in fact, practically all students immediately try to interrupt the lecturer and ask such questions as soon as they do not understand something. Such questions make the rest of the listeners lose their temper (especially if they often happen).

Therefore, be wiser, better postpone your question until better times, and then ask it as much as it will be needed. Again, use the old good rule: treat others as you would like people to treat you. The good rule.

Let us make a brief conclusion on the second situation. If you do not comprehend only a part of what the professor says, do not try to immediately interrupt him or her and clarify the misunderstood moment. Wait for a certain period of time and only after it ask your question. During this period of time you can already guess everything that was unclear, and then interference will be unnecessary. Remember that keeping yourself from a rush to immediately find out all the incomprehensible things adds points of public recognition to you. All people want recognition, to be frank.

Situation 3. You Do Not Understand Most of What the Professor Tells

If most often the student is guilty in the situation 1, then it is time to blame the professor in the situation 3. There is a professor (or several ones) in the life of any student, who conducts lectures, to put it mildly, incomprehensibly, and if to say more frankly – they conduct lectures monstrously!

What is it connected with? Good question. Sometimes this is due to the age of the professor. If you get an old one, then try to treat such a person indulgently. Understand that it requires much more energy and strength for him or her to convey the main idea of the lecture to the students than if it were done by his or her younger colleague.

In this case, try to clarify the incomprehensible moments by yourself. Have pity on the old person. Most likely, you will find the answers to your questions in the relevant literature. Do not be lazy, read one chapter or two. It is better that you please your elderly teacher with excellent knowledge, thereby improving his or her mood.

However, if it is not about the old person, but you continue to remain "in the dark," then most likely you have got a professor of the type that we will conditionally call "Humpty Dumpty".

This type of professor likes to tell various stories, and if they were all on the topic, it would be ideal. Or maybe there is such a kind of "Humpty Dumpty" that seems to be respectable to the lectures, and wears a decent suit, but is not at all able to convey to the people the information that he or she wants to tell the audience.

In what way can you correct the behavior of such a "Humpty Dumpty" and make sure that the lectures become clear to the majority of listeners, who really want to study and get an education at the university?

The following impacts can act as levers here:

Impact from above;

Impact from below.

Let us start with the impact from above. If you are not satisfied with the quality of the lectures, then do not hesitate to collect signatures from the students of your group and carry a collective complaint to the leadership of your faculty (department).

We immediately respond to a common objection.

Nobody will throw you out of the university for such things. Believe, if a reasonable and far-sighted leadership guides your institution, it is itself interested in ensuring that students who study at the university receive the quality education.

Market relations play a role here. After all, in fact, you are clients who came to the university to get an educational service. If the clients are not happy, then they leave and take away their money. No money – no work. No work – no university. It is simple. Therefore, never be afraid to assert your rights when you are absolutely sure that you are right and that it is really worth eliciting the truth.

The same direction of your institution, when recruiting the professors from outside, is not always able to test their professional qualities. Here students come to the rescue. It turns out a kind of natural selection through the dissatisfaction of students.

With regard to the effectiveness of pressure on the teacher from above, then, as a rule, it is very high. A person, at least, will reflect on the fact that he or she is doing something wrong, and, most likely, will change the style of teaching. If the administrative pressure does not properly affect them, they can be fired.

As for cases of pressure from below, then, in most cases, such an impact may be inadequately perceived by a slightly inadequate teacher. He or she will think that the student group simply does not want to study, and therefore tries to stop the normal course of the lecture in every possible way.

If you still intend to use pressure from below, then it is necessary to nominate the leader of the group, who will be able to explain the main requirements. People are unlikely to understand what students want, when the crowd of them begins to scream their claims simultaneously.

Another thing is when one person expresses all the claims – a leader capable of informing the professor about the requirements. It is true such "communication" can turn out bad for a leader if the teacher is a mean person. Therefore, it is better to use the form of pressure from above.

This form is kind of impersonal one, because the collective complaint distributes the full responsibility to the entire team of students.

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